• Notes after 11/10 meeting
    • In term of change, positive values indicate increase in SY2020-21 (post pandemic?) and negative values indicate decrease in SY2020-21 for all the plots in this file.
    • Without specific demonstration, all differences are calculated between SY2018-19 (pre pandemic) and SY2020-21
  • Notes 11/09
    • A.1 and A.2 are completed
    • A.3 working on data for income indicators
    • A.3 edit spatial maps after completing income plots

A.1. Student Enrollment Both Count and change

Students of color or low income students are further disadvantaged during the pandemic in terms of enrollment. Particularly lower grade levels

A.1.1 Student Enrollment Count for Kindergarteners 6th and 9th Graders

A.1.2 Student Enrollment Percentagee for Kindergarteners 6th and 9th Graders

  • percentage of student enrollment for sy2020-21
    • percentage = student count of a student group in a certain month/student count of all students in the same month
    • no results show minority groups have lower enroll percentage at per k level
    • similar patterns for pre k, 6th, and 9th grade

A.1.3. Student Enrollment Change for Kindergarteners 6th and 9th Graders

Change from SY 2019-20 to SY 2020-21; NO SY 2018-29 ENROLL COUNTS DATA AT GRADE LEVEL;

  • positive value means increase in SY 2020-21 from SY 2019-20

A.2. Student absence both count and change

Students of color or low income students are further disadvantaged during the pandemic in terms of abs. Particularly lower grade levels grade levels: Grade K, 3rd, 6th, 8th, 9th, 10th grade.

  • measure: average absences per student
  • for total absences
    • higher grade levels have higher absences
    • on average, for all the grade levels, minority groups have high absences
    • top absences groups: American Indian/Alaskan Native, Native Hawaiian/Other Pacific Islander, Hispanic/Latino of any race(s)
    • low-income group has higher absences than non-low income for all the grade levels
  • for difference in absences between sy2018-19 and sy2020-21
    • difference = absences in sy2018-19 (of particular student group in a certain month) - absences in sy2018-19 (of the same student group in that month)
    • POSITIVE value means that absences in sy2020-21 is higher (an increase)
    • for grade levels 6, 8, 9, and 10, absences in sy2020-21 is higher
    • for kindergarten, absences decreased for group “all students” while increased for American Indian/Alaskan Native, Native Hawaiian/Other Pacific Islander, Hispanic/Latino of any race(s)
    • for kindergarten, absences increased for low-income group while decreased for non-low income group

A.3. Course Taking

A.3.1. Statewide breakdown by groups

  • for Percentage of All Courses Taken Resulted in Non-Passing Grade
    • state average decreased in sy2019-20 and increased in sy2020-21
    • state ave in sy2021 is higher than state ave in sy2018-19 (before covid-19)
    • the same groups have higher non-passing rate than state ave before and after covid-19
    • in addition, gaps between those groups and the others increased from sy2018-19 to sy-2020-21

A.3.2.1 Geographical differences across districts in all non-passing grade from 2018-19 to 2020-21

students of color (excluding Asian)

For spatial plots: missing data (grey areas) results from

  1. missing and suppression at district level;
  2. some districts have data for only one of the SYs, then the changes are going to be NAs;
  3. some districts in the shapefile do not appear in the ospi data (shows in “match district names with shape file” section)
Reading layer `Washington_School_District_Boundaries' from data source 
  `/Users/alexliu/Documents/GitHub/evidenceforequity/A/enrollment_absence_dataset/Washington_School_District_Boundaries-shp' 
  using driver `ESRI Shapefile'
Simple feature collection with 295 features and 23 fields
Geometry type: MULTIPOLYGON
Dimension:     XY
Bounding box:  xmin: 576751.6 ymin: 81877.25 xmax: 2551198 ymax: 1355595
Projected CRS: NAD83(HARN) / Washington South (ftUS)

A.3.2.2 The gap in all non-passing in 2020-21 between students of color and white for each district

  • gap calculated by white - nonwhite
    • positive values indicate nonwhite students have lower non-passing rate
Reading layer `Washington_School_District_Boundaries' from data source 
  `/Users/alexliu/Documents/GitHub/evidenceforequity/A/enrollment_absence_dataset/Washington_School_District_Boundaries-shp' 
  using driver `ESRI Shapefile'
Simple feature collection with 295 features and 23 fields
Geometry type: MULTIPOLYGON
Dimension:     XY
Bounding box:  xmin: 576751.6 ymin: 81877.25 xmax: 2551198 ymax: 1355595
Projected CRS: NAD83(HARN) / Washington South (ftUS)

on track:

  • 9th grade on track: did not get a grade of D or F. The % of students that received grades of A,B, C.
  • Regular attendance, meaning that has more than 90% attendance during the year
  • Dual credit (not prestigious): (AP/IB courses is more prestigious); therefore, less useful
  • COVID-19 modified (beginning of the school year to march, 2019-20 school year). The “modified” may indicate that. then OSPI created a fall to march dataset for multiple years of data

Graduation (the class of 2020).

https://www.k12.wa.us/data-reporting/data-displays/graduation-pathways-display Different pathways by income and students of color